This document provides information about different types of poetry forms that could be used in the classroom, including cinquain, haiku, acrostic, list, limerick, and diamante poems. For each form, it provides the basic structure and number of lines/syllables. It also gives potential connections to classroom skills and strategies, such as using certain forms to teach about syllables, point of view, activating prior knowledge, cause and effect, vocabulary, and descriptive writing. Finally, it provides example student poems and external resource links for each form.
The document provides examples and descriptions of different types of poems including cinquain, haiku, acrostic, list, limerick, and diamante poems. It also includes connections for how these poems could be used in the classroom to teach skills like syllables, point of view, activating prior knowledge, cause and effect, and vocabulary. Resources are provided for both teachers and students to learn more about and see examples of each type of poem.
This digital poetry book contains 6 types of poems: acrostic, haiku, diamante, limerick, clerihew, and cinquain. Each poem was written by the author and includes a description of the poem type as well as classroom resources. The document provides examples of each poem along with characteristics and potential classroom connections. Resources listed include websites with descriptions, instructions, and interactive activities for each poem type.
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
This document provides an overview of the objectives and activities for an English 1 poetry unit. The unit will introduce students to various poetic devices and have them analyze poems by authors like Langston Hughes, Gwendolyn Brooks, and Maya Angelou. Students will choose one poet to research and create a project on, selecting from options like an essay, presentation, or biography. Daily assignments include journal entries and a poetry test, and students can earn extra credit by presenting poems to the class.
The document provides instructions for reading activities to help keep children focused and engaged. It includes folding paper into squares to draw pictures related to slides. Poems are also included, such as one about a cow in outer space and another about if school was like baseball. The activities cover different types of poems like quatrains, acrostics, and haiku. Children are encouraged to pledge to read books online to earn rewards.
Laishram Samarendra (20 July 1925–2 June 2016) was a legendary poet from Manipur. His simple yet profound poems in Manipuri/Meiteilon are one of a kind. This booklet contains a dozen of his poems translated by yours truly. Enjoy reading!
Children Celebrate Nature by Finding the Power of PoetryGail Laubenthal
Help young children express their feelings about nature by giving them the opportunity to read and write poetry. By using digital cameras and/or art materials, they can capture nature and then share their inter most thoughts, dreams, and emotions. Great examples of children's poetry and teacher resources. Wiki site at poetrytech.pbworks.com
The document provides instructions for a reading activity that incorporates drawing pictures to keep students focused. Students are given a piece of paper folded into 8 squares and instructed to draw something related to slides about different types of poems, including a green item, something they spy, and something related to baseball. The activity exposes students to ballads, haiku, acrostic and quatrain poems through examples and instructions to write their own poems in different forms. The goal is to make reading fun and keep students engaged through movement and creative tasks.
The document provides examples and descriptions of different types of poems including cinquain, haiku, acrostic, list, limerick, and diamante poems. It also includes connections for how these poems could be used in the classroom to teach skills like syllables, point of view, activating prior knowledge, cause and effect, and vocabulary. Resources are provided for both teachers and students to learn more about and see examples of each type of poem.
This digital poetry book contains 6 types of poems: acrostic, haiku, diamante, limerick, clerihew, and cinquain. Each poem was written by the author and includes a description of the poem type as well as classroom resources. The document provides examples of each poem along with characteristics and potential classroom connections. Resources listed include websites with descriptions, instructions, and interactive activities for each poem type.
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
This document provides an overview of the objectives and activities for an English 1 poetry unit. The unit will introduce students to various poetic devices and have them analyze poems by authors like Langston Hughes, Gwendolyn Brooks, and Maya Angelou. Students will choose one poet to research and create a project on, selecting from options like an essay, presentation, or biography. Daily assignments include journal entries and a poetry test, and students can earn extra credit by presenting poems to the class.
The document provides instructions for reading activities to help keep children focused and engaged. It includes folding paper into squares to draw pictures related to slides. Poems are also included, such as one about a cow in outer space and another about if school was like baseball. The activities cover different types of poems like quatrains, acrostics, and haiku. Children are encouraged to pledge to read books online to earn rewards.
Laishram Samarendra (20 July 1925–2 June 2016) was a legendary poet from Manipur. His simple yet profound poems in Manipuri/Meiteilon are one of a kind. This booklet contains a dozen of his poems translated by yours truly. Enjoy reading!
Children Celebrate Nature by Finding the Power of PoetryGail Laubenthal
Help young children express their feelings about nature by giving them the opportunity to read and write poetry. By using digital cameras and/or art materials, they can capture nature and then share their inter most thoughts, dreams, and emotions. Great examples of children's poetry and teacher resources. Wiki site at poetrytech.pbworks.com
The document provides instructions for a reading activity that incorporates drawing pictures to keep students focused. Students are given a piece of paper folded into 8 squares and instructed to draw something related to slides about different types of poems, including a green item, something they spy, and something related to baseball. The activity exposes students to ballads, haiku, acrostic and quatrain poems through examples and instructions to write their own poems in different forms. The goal is to make reading fun and keep students engaged through movement and creative tasks.
This document provides an overview of an introductory literature course. It includes the course title, code, credit hours, and level. The document then covers the first session on poetry, including unit learning outcomes on defining and analyzing poetry and poetic forms and genres. It discusses the definitions of poetry from several poets and scholars. It also covers the differences between poetry and prose, poetic structure, forms like sonnets and free verse, and genres like dramatic, lyric and narrative poetry. The document analyzes Emily Brontë's poem "The Night Wind" and provides learning outcomes and readings for the next lecture.
The document provides guidelines for creating a digital book about different types of poetry. It instructs students to select 6 types of poetry to analyze, describing their characteristics and how they could be used in a reading/writing classroom. For each type, students should find at least two online resources and compile their analysis into a digital book format, citing sources. Suggested types of poetry include haiku, limerick, found poems, and more. Publishing sites like Lulu and Tikatok are listed to help students format and save their book.
The document discusses ways to popularize classical Tamil literature (Sangam literature) among common people in the age of blogs and social media. It notes that while Sangam literature is praised internationally, it is not well known within Tamil Nadu due to its archaic language and themes. It proposes using blogs and social media to present Sangam poems with explanations, illustrations, audio/video, and relating them to popular culture to make them more accessible. Experimental approaches like comic books and online databases of flora/fauna referenced could increase understanding. Sharing on social networks could spread the reach of such literature more widely. New approaches are needed to revitalize interest in Sangam works for modern audiences.
This document summarizes an extended lesson plan where students write original poems in response to works of art after being exposed to published ekphrastic poems. The teacher explains that she was inspired by her passion for both art and poetry. Students are paired up and analyze sample ekphrastic poems about specific artworks. They then perform these poems for the class using images of the corresponding artworks before visiting a museum to find inspiration for writing their own original ekphrastic poems.
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
The document provides guidance for students to create various types of poetry for a poetry party assignment, including haiku, cinquain, diamante, concrete poetry, and color poetry. It includes examples and instructions for each poetry form, as well as an appendix explaining poetic terms like stanzas, rhyme schemes, and repetition.
This lesson plan introduces students to ekphrastic poetry by having them analyze the song "Vincent" by Don McLean, which was inspired by Van Gogh's painting "Starry Night." Students will then research works of art, choose three to write ekphrastic poems about from different perspectives. They will use examples, definitions, and guidelines provided in a lesson handout to compose, edit, and revise their poems. The lesson incorporates Nevada state standards on reading expository texts, writing poetry, and allows assessment of students' understanding through grading their poems and possibly a later quiz.
The document outlines a poetry webquest task for students where they will learn about different types of poems and poets, write original poems in various forms, and compile their work into a class poetry book to commemorate their eighth grade year. Students are provided steps to research poetic terms and genres, influential poets, write inspired and original poems, and criteria for evaluation. Helpful poetry resources are also listed.
This document provides a lesson plan for teaching poetry to primary level students. It proposes using the poem "Indian Women" by Shiv K. Kumar. The lesson plan has two stages: 1) initiating a response by having students read and discuss the poem's themes without context, and 2) developing a reading by analyzing the language and structure of the poem. At the first stage, students make predictions and relate the themes to their own experiences. At the second stage, they learn to analyze stylistic elements like word choice and line structure. The goal is to help students understand how language conveys meaning in poetry.
This document provides information about a lesson plan called "Golden Shovel Poems" that helps students feel more comfortable writing and sharing their own poetry. The lesson allows students to borrow lines from master poets to use as inspiration for their own original poems. The lesson is taught over 2-4 sessions and guides students through reading sample poems, discussing poetic techniques, writing their own "Golden Shovel" poems using a borrowed line, and presenting their poems to peers.
The document outlines 10 trends related to technology and its impact on society: 1) Visual communication through images and pictograms, 2) Messaging and conversational bots, 3) Generative design using algorithms, 4) Increased adoption of subscription models, 5) Quantified self through sensors and data tracking, 6) Affective computing that recognizes emotions, 7) Declining trust in media due to deepfakes, 8) Integration of digital and physical worlds through IoT, 9) Customization and hacking of physical objects, 10) Increased connectivity but loss of control through IoT. It also provides additional discussion topics and prompts to consider the societal impact of these trends.
Vidimetrics es una plataforma dedicada a la gestión y promoción de campañas de video marketing. Comprueba los ingresos generados por tus vídeos con una sola herramienta.
Proyecto ganador del startup weekend valencia 2013 liderado por Paula Mascarós, Jesús Borrás y Alejandro Tomás y apoyado por Jose Antonio Bravo, Boro Juan, Miguel Ángel Llopis, Eugeni Senent, Marina Soriano y Alfredo Cuadrón
OpenConcept Consulting Inc. is a digital accessibility consulting firm located in Ottawa with 10 employees that has been in business since 1999. The document discusses the importance of digital accessibility and inclusion for people with disabilities or impairments. It provides definitions for accessibility, inclusive design, and barriers people may face. Statistics on disabilities in Canada and guidelines like WCAG are presented, as well as examples of accessible and inaccessible websites. Tools for testing accessibility are also listed.
Mahindra Rise - Ten Ways To Promote Your ProjectMahindra Rise
The document provides tips for promoting a project on social media and gaining votes, including starting a Facebook page and group, sending messages on Facebook and Twitter to share the project link, blogging about the project, creating a YouTube video, emailing contacts, putting up posters, engaging experts to endorse the project, sending out a press release, and creating a simple video explaining the project. The overall goal is to raise awareness of the project and gain volunteers, supporters, and votes through an active online and in-person campaign.
The document summarizes the resources available at a Learning Resource Center (LRC), including electronic resources that can be accessed from a computer like ebooks, journals, and a discovery service for searching multiple databases. It describes some of the materials physically available at the LRC like textbooks, fiction books, journals, newspapers, DVDs and CDs. Borrowing limits and hours of operation are also provided.
KEDWIBAHASAAN/BILINGUALISM/Pemilihan Bahasa Indonesia sebagai Bahasa Ibu (B1)...Baren Barnabas
Pemilihan bahasa dipengaruhi oleh beberapa hal, salah satunya adalah urbanisasi. Sebagai contoh, jika seseorang pergi dari sebuah daerah yang masyarakatnya berbahasa Sunda ke daerah lain yang masyarakatnya mayoritas berbahasa Indonesia, maka demi menjaga kekomunikatifan dalam berkomunikasi, bahasa Indonesia merupakan pilihan terbaik guna menyesuaikan diri dalam bersosialisasi. Dalam sosiolinguistik, fenomena semacam ini masuk ke dalam ranah alih kode. Bagi mayoritas orang Indonesia yang memiliki kompetensi kedwibahasaan, hal seperti ini bukanlah perkara rumit. Akan tetapi, bagaimana halnya dengan bayi yang juga ikut orang tuanya berurbanisasi? Peristiwa inilah yang dialami oleh Febriansyah Hermawan yang akrab dipanggil Feby. Siswa SD kelahiran 2006 ini sekarang seolah sedang mengalami tragedi kebahasaan. Mengapa demikian?
The document discusses the components of a financial aid package, including direct costs like tuition and fees, indirect costs like books and transportation, and how these combine to make up the total cost of attendance. It explains that the FAFSA is used to calculate the estimated family contribution and determine financial need by taking the cost of attendance and subtracting the estimated family contribution. Finally, it outlines the three types of financial aid - need-based, merit-based, and non-need-based - that make up a financial aid package.
This one sentence document does not contain enough information to generate a meaningful 3 sentence summary. The document is blank except for the title "Speaker & Programm" but provides no other details.
This document provides an overview of an introductory literature course. It includes the course title, code, credit hours, and level. The document then covers the first session on poetry, including unit learning outcomes on defining and analyzing poetry and poetic forms and genres. It discusses the definitions of poetry from several poets and scholars. It also covers the differences between poetry and prose, poetic structure, forms like sonnets and free verse, and genres like dramatic, lyric and narrative poetry. The document analyzes Emily Brontë's poem "The Night Wind" and provides learning outcomes and readings for the next lecture.
The document provides guidelines for creating a digital book about different types of poetry. It instructs students to select 6 types of poetry to analyze, describing their characteristics and how they could be used in a reading/writing classroom. For each type, students should find at least two online resources and compile their analysis into a digital book format, citing sources. Suggested types of poetry include haiku, limerick, found poems, and more. Publishing sites like Lulu and Tikatok are listed to help students format and save their book.
The document discusses ways to popularize classical Tamil literature (Sangam literature) among common people in the age of blogs and social media. It notes that while Sangam literature is praised internationally, it is not well known within Tamil Nadu due to its archaic language and themes. It proposes using blogs and social media to present Sangam poems with explanations, illustrations, audio/video, and relating them to popular culture to make them more accessible. Experimental approaches like comic books and online databases of flora/fauna referenced could increase understanding. Sharing on social networks could spread the reach of such literature more widely. New approaches are needed to revitalize interest in Sangam works for modern audiences.
This document summarizes an extended lesson plan where students write original poems in response to works of art after being exposed to published ekphrastic poems. The teacher explains that she was inspired by her passion for both art and poetry. Students are paired up and analyze sample ekphrastic poems about specific artworks. They then perform these poems for the class using images of the corresponding artworks before visiting a museum to find inspiration for writing their own original ekphrastic poems.
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
The document provides guidance for students to create various types of poetry for a poetry party assignment, including haiku, cinquain, diamante, concrete poetry, and color poetry. It includes examples and instructions for each poetry form, as well as an appendix explaining poetic terms like stanzas, rhyme schemes, and repetition.
This lesson plan introduces students to ekphrastic poetry by having them analyze the song "Vincent" by Don McLean, which was inspired by Van Gogh's painting "Starry Night." Students will then research works of art, choose three to write ekphrastic poems about from different perspectives. They will use examples, definitions, and guidelines provided in a lesson handout to compose, edit, and revise their poems. The lesson incorporates Nevada state standards on reading expository texts, writing poetry, and allows assessment of students' understanding through grading their poems and possibly a later quiz.
The document outlines a poetry webquest task for students where they will learn about different types of poems and poets, write original poems in various forms, and compile their work into a class poetry book to commemorate their eighth grade year. Students are provided steps to research poetic terms and genres, influential poets, write inspired and original poems, and criteria for evaluation. Helpful poetry resources are also listed.
This document provides a lesson plan for teaching poetry to primary level students. It proposes using the poem "Indian Women" by Shiv K. Kumar. The lesson plan has two stages: 1) initiating a response by having students read and discuss the poem's themes without context, and 2) developing a reading by analyzing the language and structure of the poem. At the first stage, students make predictions and relate the themes to their own experiences. At the second stage, they learn to analyze stylistic elements like word choice and line structure. The goal is to help students understand how language conveys meaning in poetry.
This document provides information about a lesson plan called "Golden Shovel Poems" that helps students feel more comfortable writing and sharing their own poetry. The lesson allows students to borrow lines from master poets to use as inspiration for their own original poems. The lesson is taught over 2-4 sessions and guides students through reading sample poems, discussing poetic techniques, writing their own "Golden Shovel" poems using a borrowed line, and presenting their poems to peers.
The document outlines 10 trends related to technology and its impact on society: 1) Visual communication through images and pictograms, 2) Messaging and conversational bots, 3) Generative design using algorithms, 4) Increased adoption of subscription models, 5) Quantified self through sensors and data tracking, 6) Affective computing that recognizes emotions, 7) Declining trust in media due to deepfakes, 8) Integration of digital and physical worlds through IoT, 9) Customization and hacking of physical objects, 10) Increased connectivity but loss of control through IoT. It also provides additional discussion topics and prompts to consider the societal impact of these trends.
Vidimetrics es una plataforma dedicada a la gestión y promoción de campañas de video marketing. Comprueba los ingresos generados por tus vídeos con una sola herramienta.
Proyecto ganador del startup weekend valencia 2013 liderado por Paula Mascarós, Jesús Borrás y Alejandro Tomás y apoyado por Jose Antonio Bravo, Boro Juan, Miguel Ángel Llopis, Eugeni Senent, Marina Soriano y Alfredo Cuadrón
OpenConcept Consulting Inc. is a digital accessibility consulting firm located in Ottawa with 10 employees that has been in business since 1999. The document discusses the importance of digital accessibility and inclusion for people with disabilities or impairments. It provides definitions for accessibility, inclusive design, and barriers people may face. Statistics on disabilities in Canada and guidelines like WCAG are presented, as well as examples of accessible and inaccessible websites. Tools for testing accessibility are also listed.
Mahindra Rise - Ten Ways To Promote Your ProjectMahindra Rise
The document provides tips for promoting a project on social media and gaining votes, including starting a Facebook page and group, sending messages on Facebook and Twitter to share the project link, blogging about the project, creating a YouTube video, emailing contacts, putting up posters, engaging experts to endorse the project, sending out a press release, and creating a simple video explaining the project. The overall goal is to raise awareness of the project and gain volunteers, supporters, and votes through an active online and in-person campaign.
The document summarizes the resources available at a Learning Resource Center (LRC), including electronic resources that can be accessed from a computer like ebooks, journals, and a discovery service for searching multiple databases. It describes some of the materials physically available at the LRC like textbooks, fiction books, journals, newspapers, DVDs and CDs. Borrowing limits and hours of operation are also provided.
KEDWIBAHASAAN/BILINGUALISM/Pemilihan Bahasa Indonesia sebagai Bahasa Ibu (B1)...Baren Barnabas
Pemilihan bahasa dipengaruhi oleh beberapa hal, salah satunya adalah urbanisasi. Sebagai contoh, jika seseorang pergi dari sebuah daerah yang masyarakatnya berbahasa Sunda ke daerah lain yang masyarakatnya mayoritas berbahasa Indonesia, maka demi menjaga kekomunikatifan dalam berkomunikasi, bahasa Indonesia merupakan pilihan terbaik guna menyesuaikan diri dalam bersosialisasi. Dalam sosiolinguistik, fenomena semacam ini masuk ke dalam ranah alih kode. Bagi mayoritas orang Indonesia yang memiliki kompetensi kedwibahasaan, hal seperti ini bukanlah perkara rumit. Akan tetapi, bagaimana halnya dengan bayi yang juga ikut orang tuanya berurbanisasi? Peristiwa inilah yang dialami oleh Febriansyah Hermawan yang akrab dipanggil Feby. Siswa SD kelahiran 2006 ini sekarang seolah sedang mengalami tragedi kebahasaan. Mengapa demikian?
The document discusses the components of a financial aid package, including direct costs like tuition and fees, indirect costs like books and transportation, and how these combine to make up the total cost of attendance. It explains that the FAFSA is used to calculate the estimated family contribution and determine financial need by taking the cost of attendance and subtracting the estimated family contribution. Finally, it outlines the three types of financial aid - need-based, merit-based, and non-need-based - that make up a financial aid package.
This one sentence document does not contain enough information to generate a meaningful 3 sentence summary. The document is blank except for the title "Speaker & Programm" but provides no other details.
The document discusses the need for planning education to adapt to the government's focus on localism and economic development. It suggests that planning education should provide skills to support neighborhood planning while implementing the NPPF. It also argues that planning academics need to do more to promote the value of planning and the profession, such as engaging media and communicating research more widely. Planning schools should develop more outward-facing strategies, including emphasizing planning's role in sustainable development and improving engagement.
La universidad Politécnica Estatal del Carchi ofrece un curso sobre comercio exterior y negociación comercial internacional. El curso es impartido por Yajaira Villareal y es dirigido al cuarto grupo B.
The document describes research using the ZDSD rat model to study diabetic nephropathy. Key findings include:
1) ZDSD rats exhibit nephropathy that closely mimics that observed in obese, insulin resistant patients as shown by elevated biomarkers, albuminuria, oxidative stress, and histological analysis.
2) Terminal kidney weights are highest in ZDSD rats, indicating significant diabetic nephropathy, along with increased urine volume and microalbumin levels.
3) Histological analysis shows glomerular sclerosis, nodular sclerosis, thickened glomerular basement membranes, and podocyte effacement in ZDSD rats, consistent with diabetic nephropathy
[After Going Live Studio] Software archaeologyGlobant
The document discusses Software Archaeology, which is defined as the systematic study of past software systems through analyzing remaining evidence such as code, tests, and documentation. It is presented as a method for evolving existing applications built by others. Software Archaeology involves an archeologist first making contact and studying the evidence to understand the application's "culture". They then do an excavation by deeply analyzing the code and functionality to gain full knowledge of the systemic context. Finally, the archeologist analyzes the excavation results to develop a plan and recommended approach for further development by a team that understands the system context like the original developers.
This document discusses key learning outcomes for a recruitment specialism unit, including understanding how to reduce stress by accurately assessing expectations. It also discusses branding guidelines for a sustainable logo, stating the logo should always be used together and only appear in the specified colors, without being redrawn or distorted. Finally, it introduces Razib.M as a freelancer with a passion for Prezi and PowerPoint presentations.
This digital poetry book contains 6 types of poems: acrostic, haiku, diamante, limerick, clerihew, and cinquain. Each poem was written by the author and includes a description of the poem type as well as classroom resources. The document provides examples of each poem along with characteristics and potential classroom connections. Resources listed include websites with descriptions, instructions, and interactive activities for each poem type.
This digital poetry book contains 6 types of poems: acrostic, haiku, diamante, limerick, clerihew, and cinquain. Each poem was written by the author and includes a description of the poem type as well as classroom resources. The document provides examples of each poem along with characteristics and potential classroom connections. Resources listed include websites with descriptions, instructions, and interactive activities for each poem type.
This digital poetry book contains 6 types of poems: acrostic, haiku, diamante, limerick, clerihew, and cinquain. Each poem was written by the author and includes descriptions of the poem types and classroom resources. The resources provide examples, instructions, and worksheets to help teach students how to write each type of poem. The summaries also explain how each poem could be used to teach certain writing skills like word choice, voice, and syllables.
The document provides information about surfing legends and various poetry forms that could be used in a classroom. It includes definitions and examples of different poetry types such as haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and their educational benefits. Resources for each poetry form are also referenced for students.
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
The document provides information about different types of poems that could be used in a classroom, including examples and resources for each type. It discusses haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides sample poems and websites where students can find examples or generate their own poems. References are also included for picture sources.
The document provides information about different types of poems that could be used in a classroom, including examples and resources for each type. It discusses haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides citations for the pictures used. For each poem type, it provides the connection to literacy skills, example poems, and references for students to learn more.
This document summarizes different types of poetry that could be used in a poetry workshop:
- Free verse has no set rhythm or rhyme scheme and the poet creates their own rules. It can help students practice fluent reading.
- A cinquain is a 5 line poem with a specific format for each line about a subject. It reinforces parts of speech.
- Concrete poetry uses print and layout to represent meaning visually as well as through words.
- A haiku is a 3 line Japanese poem with a 5-7-5 syllable structure that focuses on nature.
- Limericks have a rhyme scheme and humorous ending, helping students with word choice.
This document outlines a WebQuest activity for students to learn about literary devices used in poetry. Students will create a brochure defining terms like acrostic, alliteration, ballad, and including examples. They will use several websites to learn definitions, examine examples of poems using the techniques, and guidance on writing haiku and other forms. Students will then create two original poems using the literary devices and share their brochures in groups. The activity aims to teach students about techniques in poetry and have them practice writing poems.
The document provides ideas and activities for teaching poetry to Year 3 students. It begins by outlining the Australian curriculum requirements around poetry, including discussing language devices like rhythm, onomatopoeia, and imagery. It then presents several engaging activities to introduce different poetry concepts and techniques to students, such as creating brainstorm webs, using thinking hats to evaluate poems, writing with poetry magnet apps, and creating concept maps to inspire poems. A variety of poetic forms are explored, like free verse, alliteration, rhyme, and onomatopoeia poems. Bloom's taxonomy is applied to scaffold poetry writing across different levels of thinking. The document aims to equip teachers with fun, hands-on ways of teaching poetry to middle
This document provides information and activities for teaching 8 poems in Malaysian schools. It includes an introduction describing the educational benefits of poetry and suggested teaching strategies. The document then provides detailed lessons for each poem, including educational objectives, descriptions of the poems, and multiple suggested hands-on activities. These activities aim to develop students' language skills, creativity, and higher-order thinking through experiences like reciting, enacting, discussing, and writing poems.
The document provides a list of online resources for language arts teachers covering topics like creating book covers, checking citations, brainstorming tools, grammar games, e-books, lists of best books to use in class, printable materials, writing projects on famous people and historical times, and resources on reading, writing, and literature. Many of the sites include interactive activities and games to engage students in an enjoyable way while practicing key language arts skills. Overall, the document serves as a useful starting point for teachers to find digital tools and lessons to incorporate a variety of language arts topics into their curriculum.
Poetry can be used in the classroom to develop listening, speaking, reading and writing skills while also sparking students' imaginations. Introducing poetry need not be daunting - start by reading fun poems aloud and using pictures or mime to help convey meaning. Different types of poems like acrostics or limericks can offer structure ideas for student writing. Choosing an interesting topic focused students' thoughts as they plan, draft, and revise their own poems to later share with the class.
I really loved working with dream flags these past two semesters. Now that I am leaving, I put together a 20 page "Dream Flags 101" to pass onto the teach who will be taking over the project when I return to San Diego.
I am posting it here in case other teachers may find it helpful. It is still a work in progress as I need to add links and make a few edits, so if you find any mistakes, please let me know.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
3. A cinquain poem, also referred to as a five-line stanza, is a form of syllabic
verse, which means that the form is built on the number of syllables. The five
lines of the poem have 2, 4, 6, 8, and 2 syllables.
(Fountas and Pinnell. Copyright 2001.)
Connection to 3-blocks:
I would use this poem during language and word study.
Connection to skill, strategy, or idea:
I would use it to teach students an understanding of syllables in a sentence.
Having students write with a restricted number of syllables can help them with
getting the main idea across using less words. This can be used as a reference
for students to refer to when writing.
Resources:
http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/cinquaindescrip.htm
This is a site for students to see examples of three different formats of cinquain
poems.
http://www.21-learn.com/teamtarget/Passports/poetry/cinquain%20poetry%20gr-%203-
6.pdf
This is a site teachers can use for planning when doing cinquain poems in the
classroom. It provides examples and structures how to use it as a lesson.
4. Kitty sees a mouse
Kitty wants the mouse badly
She will get that mouse!
5. Style of poetry that originated in Japan. It uses simple language, may contain no
rhyme, and rarely includes metaphor. It has a syllable structure of 5, 7, 5 equaling 3
lines.
(Fountas and Pinnell. Copyright 2001.)
Connection to 3-blocks:
I would use this poem during writing workshop.
Connection to skill, strategy, or idea:
I would use it to teach students points of view and how people view things completely
different sometimes. This can be used as a smaller form of poetry for expressing their
perception of a story using main points. After discussion of what a Haiku poem is
teacher can pass out pictures to students and give them a time frame to write their
own Haiku poem of the picture. The students can then compare and contrast their
poems with one another.
Resources:
http://www.storyboardtoys.com/Haiku-Poetry.htm
This is a site where students can see several examples of the poem created by a theme.
http://www.kidzone.ws/poetry/haiku.htm
This site provides examples of what a Haiku is and includes printable worksheets for
teachers to use with students.
6. C urling upside down
A round the house
T hinking like a dog but,
S poiled like a baby
K neading a pillow and
I nsisting on being
T he center of attention
T ripping you as
Y ou walk up the stairs.
7. Poetry that is a word written vertically with a descriptive word or phrase going
horizontally. Acrostic poetry isn’t about rhyme or verse. Each line is made up of 1 or 2
words or a short sentence/phrase.
(http://www.ehow.com/how_5014612_teach-kids-write-acrostic-poems.html . Copyright 2006. )
Connection to 3-blocks:
I would use this poem during writing workshop.
Connection to skill, strategy or idea:
I would use it for activating prior knowledge. Students would provide their
experience/prior knowledge of the topic through large group discussion. Giving students
a topic they are familiar with and having them explain it on their own expands their
knowledge. Students can choose a word based on a topic the teacher has introduced
and write their poem using prior knowledge of the topic.
Resources
http://www.kidzone.ws/poetry/acrostic.htm
This site provides examples for students to see what a acrostic poem looks like. It also
provides printable worksheets for students to do.
http://www.ehow.com/how_5014612_teach-kids-write-acrostic-poems.html
This sites explains what a acrostic poem is and how to teach it to your students.
8. My Silly Kitty
She runs in circles chasing her tail.
She drinks from the faucet.
She plays fetch with a jack.
She gets her own treats from a bag.
She rubs her face on my face.
She sleeps with her head upside
down.
She goes bonkers for wet cat food.
9. A list poem, also called a “catalogue” poem, may be rhymed or unrhymed, short or long. It
may list objects, a series of events, specific characteristics, or any other set of items.
(Fountas and Pinnell. Copyright 2001.)
Connection to 3-blocks:
I would use this poem during readers workshop.
Connection to skill, strategy or idea:
I would use it to teach children different forms of poetry, discussing how poems don’t
always have to rhyme and that they can be in list form explaining something that is funny
or silly to them. Students can discuss things they think their animal does that is funny. The
teacher can ask students to give her one word or short phrase that they will write a list
poem together as a group. The teacher models what writers do for writing this poetry.
Resources
http://www.poetryteachers.com/poetclass/lessons/bugsme.html
This is a site where students can see different kinds of list poems to better understand the
concept of “list” poetry.
http://wildrosereader.blogspot.com/2008/11/poetry-friday-list-poems.html
This site provides all kinds of examples for teachers to use as list poems with students. It is also
a blog site for teachers to read.
10. There once was a kitty with no name,
whose owner was the one to blame.
She ran out the front door,
which she had done before.
All because she was a kitty, not one in the same.
11. Poems that are structured in five lines. The first and second lines rhyme, as do the third and
fourth lines. The fifth lines yields a surprise ending or humorous statements and rhymes
with the first two lines.
(Fountas and Pinnell, Copyright 2001).
Connection to 3-blocks:
I would use this poem during readers workshop.
Connection to skills, strategy or idea:
I would use it to teach students cause and effect using more then one sentence to identify
it. It can be used for students to read through to identify the cause and effect for modified
instruction while others might be reading more lengthy text. The first part of the poem could
be taken out for students to guess what they think the cause is.
Resources
http://www.brownielocks.com/kidlimericks.html
This site provides examples of limerick poems created by and for children. This provides
reading examples for students to read from creators around the same age range.
http://www.ehow.com/how_6344973_write-limerick-poem-kids.html
This site provides instruction for the teacher on how to create your own limerick poem.
12. Kitty
Cute, Silly
Running, Playing, Loving
Play with me, Leave me be
Sleeping, Yawning, Eating
Boss, Glorious
Cat
13. Poem that is seven lines, shaped like a diamond. Line 1 is subject/noun that is contrasting to line
7. Line 2 is two adjectives that describe line 1. Line 3 is 3 –ing action words that relate to line 1.
Line 4 is 4 nouns (or a short phrase) 2 words related to line 1 and 2 words related to line 7. Line 5
is 3 –ing action words that relate to line 7. Line 6 is two adjectives that describe line 7. Line 7 is
subject/noun that is contrasting to line 1.
(IRA/NCTE. Copyright 2006. Read-Write-Think.)
Connection to 3-blocks:
I would use this poem during Language and Word Study.
Connection to skills, strategy or idea:
I would use it to teach students new and different vocabulary words. It can be used as an
example for explaining something or someone using single words and/or phrases. Students
can learn how to create their own creative poem by discussing the words and what they mean
in this particular poem.
Resources:
http://www.readwritethink.org/classroom-resources/student-interactives/diamante-poems-
30053.html
This interactive site is a resource for teachers and students. It can be used to learn about and write
diamante poems. There is also an interactive program for students to use as a guide for creating the
poem.
http://www.lessonplanet.com/search?keywords=examples+of+diamante+poems&media=lesson
This is a search engine for teachers to use with several examples of lessons including diamante
poems.
14. 1. Nesbitt, K. (2008). Adventures in Learning Cinquain Poetry. In 21st Century Learning. Retrieved May 24,
2011, from http://www.21-learn.com/teamtarget/Passports/poetry/cinquain%20poetry%20gr-%203-6.pdf
2. (2010). In Cinquain Poems. Retrieved May 24, 2011, from
http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/cinquaindescrip.htm
3. Storyboard. (2008). Haiku Poetry. In Art House. Retrieved May 24, 2011, from
http://www.storyboardtoys.com/Haiku-Poetry.htm
4. DLTK, . (1998). Haiku. In Kid Zone Fun Facts. Retrieved May 24, 2011, from
http://www.kidzone.ws/poetry/haiku.htm
5. Mahaffey, S. (2010). How to Teach Kids to Write Acrostic Poems. In eHow. Retrieved May 24, 2011, from
http://www.ehow.com/how_5014612_teach-kids-write-acrostic-poems.html
6. Lansky, B. (1996). How to Write a List Poem. In Poetry Teachers. Retrieved May 24, 2011, from
http://www.poetryteachers.com/poetclass/lessons/bugsme.html
7. Magliaro, E. (2011). Poetry Friday: List Poems. In Wild Rose Reader. Retrieved May 24, 2011, from
http://wildrosereader.blogspot.com/2008/11/poetry-friday-list-poems.html
8. Brownielocks and The Three Bears. (1999). Limericks For & By Children. Retrieved May 24, 2011, from
http://www.brownielocks.com/kidlimericks.html
9. Chavez, S. (2007). How to Write a Limerick Poem for Kids. In eHow. Retrieved May 24, 2011, from
http://www.ehow.com/how_6344973_write-limerick-poem-kids.html
10. International Reading Association. (2011). Diamante Poem . In ReadWriteThink. Retrieved May 24, 2011,
from http://www.readwritethink.org/classroom-resources/student-interactives/diamante-poems-30053.html
11. Lesson Planet . (2009). Examples of Diamante Poems . In The Search Engine for Teachers . Retrieved May
24, 2011, from
http://www.lessonplanet.com/search?keywords=examples+of+diamante+poems&media=lesson
12. Fountas, I. C., & Su Pinnell, G. (2001). Guiding Readers and Writers (pp. 410-414). Portsmouth, NH:
Heinemann.